Humane的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列包括價格和評價等資訊懶人包

Remaking Society: Pathways to a Green Future

為了解決Humane的問題，作者 這樣論述：

Breathing new life into revolutionary ideas.According to Murray Bookchin, a humane solution to the climate crisis--a crisis he was among the first to identify--will require replacing industrial capitalism with an egalitarian, ecological society, decentralized democratic communities, and sustainab

le technologies like solar power, organic agriculture, and humanly scaled industries. Since he first penned these ideas, our situation has only gotten worse, and people want answers. Drawing on rich traditions of ecological science, anthropology, history, utopian philosophy, and ethics, Remaking Soc

iety offers today’s environmentalists a coherent framework for social and ecological reconstruction. This pioneering work on nature and society provides readers with clear strategies for averting disaster.

Humane進入發燒排行的影片

部隊管理與組織文化：以部隊成員的幸福感為例

為了解決Humane的問題，作者張軒豪 這樣論述：

軍隊從過去的制式化管理到現在的人性化管理，並提升及改善各項政策與硬體設施，期望創造優質工作環境，提升留營率及招募成效，以精實國軍基本戰力，但政策與實際成果或許不如預期，可能歸咎於人為因素等，導致國軍人才紛紛流失，造成重大損失。本研究透過自我民族誌的研究方式，藉由過去的經驗，探討幸福感、領導方式與組織管理間的影響，找出提升成員幸福感、組織承諾與工作滿意度的關鍵因素。本研究發現，組織的領導與管理方式，是影響成員內心幸福感受與組織承諾及工作滿意度的主要因素。國軍的組織文化，較不重視成員的感受，也衍生出成員對於組織承諾以及工作滿意度的負面影響。本研究指出對於提升成員幸福感，能透過威權領導、仁慈領導、

參與式領導、轉換型領導及真誠領導等特質的結合，構成「多元化領導」特質。經由連結公共管理提出的學習型組織等理論，可提升「多元化領導」內涵，對於成員幸福感受有正面影響，間接提升成員組織承諾、認同感及工作滿意度。雖然這樣的領導方式能有效提升成員幸福感受，但事情都有正、反兩面，作者在結論指出幸福感帶來的負面效應，可能造成組織運作的問題，所以從研究發現提出「正向認知」與「自我認同」兩點建議，最後希望本文對於軍隊領導與管理，能開啟新的視界，作為後續相關研究之基礎。

On Becoming an American Writer: Essays and Nonfiction

為了解決Humane的問題，作者McPherson, James Alan 這樣論述：

Discover the unique mind and humane vision of an under-recognized American author. Encompassing themes of race, education, fame, law, and America’s past and future, these essays are James Alan McPherson at his most prescient and invaluable.Born in segregated 1940s Georgia, McPherson graduated fro

m Harvard Law School only to give up law and become a writer. In 1978, he became the first Black author to win the Pulitzer Prize for fiction. But all the while, McPherson was also writing and publishing nonfiction that stand beside contemporaries such as James Baldwin and Joan Didion, as this colle

ction amply proves. These essays range from McPherson’s profile of comedian Richard Pryor on the cusp of his stardom; a moving tribute to his mentor, Ralph Ellison; a near fatal battle with viral meningitis; and the story of how McPherson became a reluctant landlord to an elderly Black woman and her

family. There are meditations on family as the author travels to Disneyland with his daughter, on the nuances of a neighborhood debate about naming a street after Malcolm X or Dr. Martin Luther King, and, throughout, those connections that make us most deeply human--including connections between wr

iter and reader. McPherson writes of his early education, ＂The structure of white supremacy had been so successful that even some of our parents and teachers had been conscripted into policing the natural curiosity of young people. We were actively discouraged from reading. We were encouraged to acc

ept our lot. We were not told that books just might contain extremely important keys which would enable us to break out of the mental jails that have been constructed to contain us.＂ The collection’s curator, Anthony Walton, writes, ＂In his nonfiction, McPherson was often looking for a way ’beyond’

the morasses in which Americans find themselves mired. His work is a model of humanistic imagining, an attempt to perform a healing that would, if successful, be the greatest magic trick in American history: to ’get past’ race, to help create a singular American identity that was no longer marred by

the existential tragedies of the nation’s first 400 years. He attempted this profound reimagining of America while simultaneously remaining completely immersed in African American history and culture. His achievement demonstrates that an abiding love for black folks and black life can rest alongsid

e a mastery of ’The King’s English’ and a sincere desire to be received as an American citizen and participant in democracy. It is time for that imaginative work to be fully comprehended and for this simultaneously American and African American genius to assume a fully recognized place beside the ot

her constitutive voices in our national literature.＂ This is a collection is for any reader seeking a better understanding of our world and a connection to a wise and wickedly funny writer who speaks with forceful relevance and clarity across the decades. On Becoming an American Writer is part of Go

dine’s Nonpareil imprint: celebrating the joy of discovery with books bound to be classics.

《尼各馬可倫理學》對馬來西亞中學的道德教育蘊義

為了解決Humane的問題，作者胡元翰 這樣論述：

本文研究《尼各馬可倫理學》對於馬來西亞中學在德育方面的蘊義。研究目的有六個。針對此研究目的，得出的研究結果有以下六點。一、亞理士多德的思想遵循有機的成長理則，呈現出非常多元和複雜的面貌。但其思想非常有系統，學科之間互相關聯，可以五種連接媒介來統一。他的研究非常科學和開放，會不斷更新和改進，因此有時會出現前後不一或矛盾的情況。二、亞氏的德育模式主要分成目的論、中庸之道和實踐智慧三個部分。亞氏認爲萬事萬物都以善為目的，但他强調終極目的，也就是最高善。他認爲人的最高善是追求幸福。他認爲善是一種恰恰好的狀態，也就是中庸之道。他强調實踐智慧，也就是通過反復的練習與實踐，來養成良好的習慣。三、亞氏認爲友

愛是一種德性或包含一種德性。他把友愛分成品德型友愛、快樂型友愛和利益型友愛三種。當中他特別重視品德型友愛。四、在馬來西亞三大主流中學中，國立中學的德育相當有系統，但過於僵化，應該加入更多人性化的部分。華文獨中的德育有渾厚的中華文化為背景，但容易刻板與脫節，應該適度調整，順應時代。國際學校的德育走向多元與融合，但是容易失焦，應該通過實務操作來强化。五、參考亞氏提到的三種政體與變體來建構學校人際關係管理模式。教師以君主制管理班級。學校以貴族式管理教師和員工。同儕之間實施資產制或民主制。學校與家長之間實施貴族制。六、在班級管理上，教師可通過三點來培養學生的品德修養。第一、教師以身作則，通過身教來影響

學生。第二、教師通過真實情境的發生來引導學生。第三、教師創造情境，來讓學生學習。在德育課程的設計上，可通過核心價值的植入、活動、教師引導與制定制度來培養學生自愛的内涵。在缐上教學的實施上，以品德型友愛為主軸，再適時地輔以快樂型友愛和利益型友愛來提升學習趣味。